ABSTRACT:
Research indicates the need for individualized work with specific strategies for students who are Target Population of Special Education (TPSE)4 4 Note of translation: There seems to be no consensus on the translation of the term ‘Público-alvo da Educação Especial' in Brazil. We have found, in different works: Special Education Target Audience, Target Audience of Special Education; Special Education Target- Audience; Target Audience Students of Special Education; Target Audience of Special Education Students; Special Education Target Public, among others. Despite ‘audience' being a term broadly used in Brazil in translations, we have decided not to use this term as it may refer to the one who ‘watches', going to the opposite idea of what is intended by Special Education. Thus, we have decided to translate the expression as Target Population of Special Education (TPSE), firstly to try to keep a translation more closely to the original. Secondly, we have opted for the term ‘population' instead of ‘public', due to what the term ‘public' encompasses - people as a whole or people of a particular community. Whereas ‘population' means a group of individuals, all people of a specific group, and mainly ‘[...] a complete set of elements (persons or objects) that possess some common characteristic'. Retrieved February 15, 2018 (Available from University of Missouri-St Louis https://www.umsl.edu/~lindquists/sample.html). in the processes of inclusion in the common teaching network for the development of their learning. However, there are still few studies that present effective strategies for the effectiveness of these students' learning. Thus, this article intends to present activities offered to an Autism Spectrum Disorder (ASD) student who attended the second grade of Elementary School in a private school of a medium-sized city located in the hinterland of the State of São Paulo, Brazil. An interview with the teacher was carried out and the materials offered to the student were analysed. Data analysis was qualitative and of exploratory nature, following categories established by the researchers. The results showed adaptations made by the teacher and the identification of student learning development during the school year, reinforcing the idea of a special procedure practice for the TPSE students through effective adaptations. The teacher did not give the student with ASD nor the rest of the class different activities, she offered him different conditions to learn. The work done can indicate ways to work with other TPSE students.
KEYWORDS:
Inclusive Education; Autism; Curriculum Adaptation